science curriculum · research-based instructional strategies, resources, map (or suggested...

MIDDLETOWN PUBLIC SCHOOLS

Science Curriculum Grade 7

Curriculum Writers: Kerry Howell and Jacqueline Zahm 6/1/2015

MIDDLE SCHOOL SCIENCE CURRICULUM Grade 7 Curriculum Writers: Kerry Howell and Jacqueline Zahm

8/16/2015 Middletown Public Schools 1



he Middletown Public Schools Curriculum for grades K-12 was completed June 2015 by a team of K-12 teachers. The team, identified as the Science Curriculum Writers referenced extensive resources to design the document that included but are not limited to: • Next Generation Science Standards (NGSS) • Next Generation Science Standards (NGSS) Appendices A-M • A Framework for K-12 Science Education • Common Core State Standards for English Language Arts and Literacy in History/Social Studies, Science and Technical Subjects (CCSS) • Common Core State Standards for Mathematics (CCSS) • University of Texas, Dana Center (science units of study) • Best Practice, New Standards for Teaching and Learning in America’s Schools • Classroom Instruction That Works • Differentiated Instructional Strategies • Model curriculum documents from several states • Educational websites • Webb’s Depth of Knowledge

The K-12 Curriculum identifies what all students should know and be able to do in science education. Each grade or course draws from The Next Generation Science Standards, Common Core English Language Arts and Mathematics Standards, research-based instructional strategies, resources, map (or suggested timeline), rubrics, and checklists. The curriculum provides learners with a sequential comprehensive education in Science through the study of Next Generation Standards that includes:

• Disciplinary Core Ideas: o Physical Science o Life Scie3nce o Earth and Space Science o Engineering and Technology

• Science and Engineering Practices: o Asking questions and defining problems. o Developing and using models. o Planning and carrying out investigations. o Analyzing and interpreting data. o Using mathematics and computational thinking. o Constructing explanations and designing solutions. o Engaging in argument from evidence o Obtaining, evaluating and communicating information.

• Crosscutting Concepts o Patterns o Cause and Effect: Mechanism and Explanation o Scale, Proportion, and Quantity o Systems and System Models o Energy and Matter: Flows, Cycles, and Conservation o Structure and Function o Stability and Change

Common Core State Standards for English Language Arts that includes: • College and Career Readiness Anchor Standards for Reading

o Key Ideas and Details o Craft and Structure o Integration of Knowledge o Range of Reading

• College and Career Readiness Anchor Standards for Writing o Text Types and Purposes o Production and Distribution of Writing o Research to Build and Present Knowledge o Range of Writing

T Mission Statement

Our mission is to engage all students in a challenging, sequential, and

differentiated science curriculum that will develop critical thinkers, problem solvers,

and effective communicators.



Common Core State Standards for Mathematics that includes:

o Mathemtical content ( e.g. expressions and equations, the number system, algebra, geometry) o Mathematical pratices

The curriculum provides a list of research-based best practice instructional strategies that the teacher may model and/or facilitate, e.g.

• Employs strategies of “best practice” (student-centered, experiential, holistic, authentic, expressive, reflective, social, collaborative, democratic, cognitive, developmental, constructivist/heuristic, and challenging).

• Differentiates instruction by varying the content, process, and product and implementing o Anchoring o Cubing o Jig-sawing o Pre/post assessments o Think/pair/share o Tiered assignments

• Analyzes formative assessment to direct instruction. • Provides exemplars and rubrics. • Provides opportunities for independent, partner and collaborative group work. • Addresses multiple intelligences and brain dominance (spatial, bodily kinesthetic, musical, linguistic, intrapersonal, interpersonal, mathematical/logical, and naturalist). • Models the use of graphic organizers: sequence organizers (chains, cycle), concept development (mind map), compare/contrast organizers (Venn diagrams, comparison charts), organizers (word web,

concept map), evaluation organizers (charts, scales), categorize/classify organizers (categories, tree) relational organizers (fish bone, pie chart). • Provides science practices opportunities such as:

o Facilitating the science and engineering practices: Appendix F 1. Asking questions (for science) and defining problems (for engineering) 2. Developing and using models 3. Planning and carrying out investigations 4. Analyzing and interpreting data 5. Using mathematics and computational thinking 6. Constructing explanations (for science) and designing solutions (for engineering) 7. Engaging in argument from evidence 8. Obtaining, evaluating, and communicating information

o Modeling Cross-cutting concepts: Appendix G 1. Patterns. 2. Cause and effect 3. Scale, proportion, and quantity. 4. Systems and system models. 5. Energy and matter: 6. Structure and function. 7. Stability and change.

o Implementing “equitable learning opportunities” 1. Value and respect the experiences that all students bring from their backgrounds 2. Articulate students’ background knowledge with disciplinary knowledge of science 3. Offer sufficient school resources to support student learning

RESEARCH-BASED INSTRUCTIONAL STRATEGIES



REQUIRED COMMON ASSESSMENTS • Common Formative Assessments • Common Summative Assessments

SUGGESTED ASSESSMENTS

• Anecdotal records • Compiling data • Conferencing • Collaboartion • Data analysis • Exhibits • Interpret data • Interviews • Investigations • Graphs • Graphic organizers • Journals • Labs • Models • Multiple Intelligences assessments, e.g.

o Graphic organizing - visual o Collaboration - interpersonal o Role playing - bodily kinesthetic

• Oral presentations • Predictions • Problem/Performance based/common tasks/unit • Research • Rubrics/checklists • Summarizing and note taking • Tests and quizzes • Technology • Think-alouds • Writing genres

o Argument o Informative

• Vocabulary

COMMON and SUGGESTED ASSESSMENTS



Textbook

Science Kits/Labs: Supplementary Books, Teacher (T) Student (S) • Chemical Interactions KIT RESOURCES • Populations & Ecosystems KIT RESOURCES • Bill Nye DVDs/sites (Atoms, Chemical Reactions, Phases of Matter, Fifty Greatest

Discoveries in Earth Science, Biodiversity) • Current science magazines • Formative Assessment Probes, vol. 1-4 Keeley, Eberle, Dorsey • Uncovering Student Ideas in Life Science, vol. 1 Keeley • Science Day Book: Physical Science. Earth Science, Life Science • ScienceSaurus • The Theory of Plate Tectonics CD-Rom (in house resource) Technology • Computers • LCD projectors • Interactive boards Videos and DVDs

Websites • https://www.twigcarolina.com/ (site license required) • www.chemthink.com • www.middleschoolchemistry.com • www.inquiryinaction.org • www.fossweb.com • www.pbslearningmedia.org • www.brainpop.com **REQUIRES A PAID ACCOUNT LOGIN** • www.explorelearning.com • www.amnh.org • www.sciencenewsforkids.com • www.scilinks.org • www.sciencespot.net/ • www.lessoncorner.com/Science • http://science-class.net/ • http://smithsonianeducation.org/educators/ • www.discoveryeducation.com • www.harcourtschool.com/activity/hotplate • http://pals.sri.com/standards/nses5-8.html • www.epa.gov/climatechange/kids/index.html • http://teach.genetics.utah.edu/ • NGSS http://www.nextgenscience.org/ Next Generation Science Standards • RIDE & NGSS https://www.ride.ri.gov/InstructionAssessment/Science/NextGenerationScienceStandards.aspx • http://www.lewiscenter.org/AAE/Departments/Science/Teaching-the-Next-Generations-Science/ Explains

each standard and demonstrates what it looks like at each grade • www.utdanacenter.org Log-in: Rhode; Password: Island (RI Science units) • https://www.pltw.org/our-programs/pltw-launch K-5 PLTW STEM Presentation (Project Lead the Way) • http://www.nextgenscience.org/ngss-high-school-evidence-statements NGSS Evidence Tables (HS only) Community

RESOURCES FOR GRADE 7

https://www.twigcarolina.com/

http://www.chemthink.com/

http://www.middleschoolchemistry.com/

http://www.inquiryinaction.org/

http://www.fossweb.com/

http://www.pbslearningmedia.org/

http://www.brainpop.com/

http://www.explorelearning.com/

http://www.amnh.org/

http://www.sciencenewsforkids.com/

http://www.scilinks.org/

http://www.sciencespot.net/

http://www.lessoncorner.com/Science

http://science-class.net/

http://smithsonianeducation.org/educators/

http://www.discoveryeducation.com/

http://www.harcourtschool.com/activity/hotplate

http://pals.sri.com/standards/nses5-8.html

http://www.epa.gov/climatechange/kids/index.html

http://www.nextgenscience.org/

https://www.ride.ri.gov/InstructionAssessment/Science/NextGenerationScienceStandards.aspx

http://www.lewiscenter.org/AAE/Departments/Science/Teaching-the-Next-Generations-Science/

http://www.utdanacenter.org/

https://www.pltw.org/our-programs/pltw-launch

http://www.nextgenscience.org/ngss-high-school-evidence-statements



DOMAIN Middletown Public Schools INSTRUCTIONAL STRATEGIES

RESOURCES ASSESSMENTS

PHYSICAL SCIENCE

Chemical Reactions

Performance Expectations

Students who demonstrate understanding can:

MS-PS1-2. Analyze and interpret data on the properties of substances before and after the substances interact to determine if a chemical reaction has occurred.

[Clarification Statement: Examples of reactions could include burning sugar or steel wool, fat reacting with sodium hydroxide, and mixing zinc with HCl.] [Assessment Boundary: Assessment is limited to analysis of the following properties: density, melting point, boiling point, solubility, flammability, and odor.] Essential knowledge/concepts

• Each pure substance has characteristic physical and chemical properties (for any bulk quantity under given conditions) that can be used to identify it.

• Substances react chemically in characteristic ways. • In a chemical process, the atoms that make up the original substances are regrouped into

different molecules; these new substances have different properties from those of the reactants.

• The analysis of data on the properties of products and reactants can be used to determine whether a chemical process has occurred.

• Density, melting point, boiling point, solubility, flammability, and odor are characteristic properties that can be used to identify a pure substance.

• Macroscopic patterns are related to the nature of the atomic-level structure of a substance. Essential skills

• Analyze and interpret data to determine similarities and differences from results of chemical reactions between substances before and after they undergo a chemical process.

• Analyze and interpret data on the properties of substances before and after they undergo a chemical process.

• Make logical and conceptual connections between evidence that chemical reactions have occurred and explanations of the properties of substances before and after they undergo a chemical process.

Science and Engineering Practices

Disciplinary Core Ideas Cross Cutting Concepts

Analyzing and Interpreting Data Analyzing data in 6–8 builds on K–5 and progresses to extending quantitative analysis to investigations, distinguishing between correlation and causation, and basic statistical techniques of data and error analysis.

PS1.A: Structure and Properties of Matter Each pure substance has characteristic physical and chemical properties (for any bulk quantity under given conditions) that can be used to identify it.

Patterns Macroscopic patterns are related to the nature of microscopic and atomic-level structure.

TEACHER NOTES See complete instructional strategies list in the introduction

RESOURCE NOTES See complete resource list in the introduction

ASSESSMENT NOTES See complete assessment list in the introduction REQUIRED COMMON ASSESSMENTS





Analyze and interpret data to determine similarities and differences in findings.

PS1.B: Chemical Reactions Substances react chemically in characteristic ways. In a chemical process, the atoms that make up the original substances are regrouped into different molecules, and these new substances have different properties from those of the reactants

Connections to Connections to other DCIs in this grade-band: MS.PS3.D; MS.LS1.C ;; MS.ESS2.A Articulation across grade-bands: 5.PS1.B ; HS.PS1.B Common Core State Standards Connections: ELA/Literacy – RST.6-8.1 Cite specific textual evidence to support analysis of science and technical texts, attending to the precise details of explanations or descriptions (MS-PS1-2),(MSPS1- 3) RST.6-8.7 Integrate quantitative or technical information expressed in words in a text with a version of that information expressed visually (e.g., in a flowchart, diagram, model, graph, or table). (MS-PS1-1),(MS-PS1-2),(MS-PS1-4),(MS-PS1-5) Mathematics – MP.2 Reason abstractly and quantitatively. (MS-PS1-1),(MS-PS1-2), (MS-PS1-5) MP.4 Model with mathematics. (MS-PS1-1), (MS-PS1-5) 6.RP.A.3 Use ratio and rate reasoning to solve real-world and mathematical problems. (MS-PS1-1),(MS-PS1-2),(MS-PS1-5) 6.SP.B.4 Display numerical data in plots on a number line, including dot plots, histograms, and box plots. (MS-PS1-2) 6.SP.B.5 Summarize numerical data sets in relation to their context (MS-PS1-2) ASSESSMENTS Student activities/labs Specific Websites/Resources

• www.chemthink.com • www.middleschoolchemistry.com • www.inquiryinaction.org • www.fossweb.com (chemical Interactions)

Academic Vocabulary • analyze • boiling point • characteristic properties • chemical change • chemical formula • chemical property • chemical reaction • chemical symbol • data • density • flammability • interpret • macroscopic patterns • melting point • odor • physical change • physical property • products • pure substance • reactants









• solubility • substance

Performance Expectations Students who demonstrate understanding can:

MS-PS1-5. Develop and use a model to describe how the total number of atoms does not change in a chemical reaction and thus mass is conserved.

[Clarification Statement: Emphasis is on law of conservation of matter and on physical models or drawings, including digital forms that represent atoms.] [Assessment Boundary: Assessment does not include the use of atomic masses, balancing symbolic equations, or intermolecular forces.]

Essential knowledge/concepts

• Substances react chemically in characteristic ways. • In a chemical reaction, the atoms that make up the original substances are regrouped into

different molecules. • New substances created (products) in a chemical reaction have different properties from those

of the original substances (reactants) • The total number of each type of atom in a chemical process is conserved, and thus the mass

does not change (the law of conservation of matter). • Matter is conserved because atoms are conserved in physical and chemical processes. • The law of conservation of mass is a mathematical description of natural phenomena.

Essential skills • Use physical models or drawings, including digital forms, to represent atoms in a chemical

process. • Use mathematical descriptions to show that the number of atoms before and after a chemical

reaction is the same.



Developing and Using Models Modeling in 6–8 builds on K–5 and progresses to developing, using and revising models to describe, test, and predict more abstract phenomena and design systems.

PS1.B: Chemical Reactions Substances react chemically in characteristic ways. In a chemical process, the atoms that make up the original substances are regrouped into different molecules, and these new substances have different properties from those of the

Energy and Matter Matter is conserved because atoms are conserved in physical and chemical processes. The transfer of energy can be tracked as energy flows through a designed or natural system.





Develop a model to predict and/or describe phenomena. --------------------------------------------- Connections to Nature of Science Science Models, Laws, Mechanisms, and Theories Explain Natural Phenomena Laws are regularities or mathematical descriptions of natural phenomena.

reactants. The total number of each type of atom is conserved, and thus the mass does not change.

Connections to Connections to other DCIs in this grade-band MS.LS1. MS.LS2.; MS.ESS2.A Articulation across grade-bands: 5.PS1.B HS.PS1.B Common Core State Standards Connections: ELA/Literacy – RST.6-8.7 Integrate quantitative or technical information expressed in words in a text with a version of that information expressed visually (e.g., in a flowchart, diagram, model, graph, or table). Mathematics – MP.2 Reason abstractly and quantitatively. MP.4 Model with mathematics. 8.EE.A.3 Use numbers expressed in the form of a single digit times an integer power of 10 to estimate very large or very small quantities, and to express how many times as much one is than the other. ASSESSMENTS Student activities/labs Specific Websites/Resources

• www.chemthink.com • www.fossweb.com (chemical Interactions)

Academic Vocabulary • atomic mass • atoms • chemical equation • chemical reaction • law of conservation of matter • matter • model • particle models • phenomena • product • reactant • total mass


MS-PS1-6. Undertake a design project to construct, test, and modify a device that either releases or absorbs thermal energy by chemical processes.*







[Clarification Statement: Emphasis is on the design, controlling the transfer of energy to the environment, and modification of a device using factors such as type and concentration of a substance. Examples of designs could involve chemical reactions such as dissolving ammonium chloride or calcium chloride.] [Assessment Boundary: Assessment is limited to the criteria of amount, time, and temperature of substance in testing the device.] Essential knowledge/concepts

• Some chemical reactions release energy, while others store energy. • The transfer of thermal energy can be tracked as energy flows through a designed or natural

system. • Models of all kinds are important for testing solutions. • There are systematic processes for evaluating solutions with respect to how well they meet the

criteria and constraints of a problem. • The process of testing the most promising solutions and modifying what is proposed on the basis

of the test results leads to greater refinement and ultimately to an optimal solution. • A solution needs to be tested and then modified on the basis of the test results in order for it to

be improved. • Although one design may not perform the best across all tests, identifying the characteristics of

the design that performed the best in each test can provide useful information for the redesign process.

• Some of the characteristics identified as having the best performance may be incorporated into the new design.

Essential skills

• Undertake a design project, engaging in the design cycle, to construct, test, and modify a device that either releases or absorbs thermal energy by chemical processes. (Specific criteria are limited to amount, time, and temperature of a substance.)

• Analyze and interpret data for the amount, time, and temperature of a substance in testing a device that either releases or absorbs thermal energy by chemical processes to determine similarities and differences in findings.

• Develop a model to generate data for testing a device that either releases or absorbs thermal energy by chemical processes, including those representing inputs and outputs of thermal energy.

• Track the transfer of thermal energy as energy flows through a designed system that either releases or absorbs thermal energy by chemical processes.



Constructing Explanations and Designing Solutions Constructing explanations and designing solutions in 6–8 builds on K–5 experiences and progresses to include constructing explanations and

PS1.B: Chemical Reactions Some chemical reactions release energy, others store energy. ETS1.B: Developing Possible Solutions

Energy and Matter Matter is conserved because atoms are conserved in physical and chemical processes.





designing solutions supported by multiple sources of evidence consistent with scientific knowledge, principles, and theories. Undertake a design project, engaging in the design cycle, to construct and/or implement a solution that meets specific design criteria and constraints.

A solution needs to be tested, and then modified on the basis of the test results, in order to improve it. ETS1.C: Optimizing the Design Solution Although one design may not perform the best across all tests, identifying the characteristics of the design that performed the best in each test can provide useful information for the redesign process—that is, some of the characteristics may be incorporated into the new design. The iterative process of testing the most promising solutions and modifying what is proposed on the basis of the test results leads to greater refinement and ultimately to an optimal solution.

Connections to Connections to other DCIs in this grade-band: MS.PS3.D Articulation across grade-bands: 5.PS1.A; 5.PS1.B; HS.PS3.A; HS.PS3.B; HS.PS3.D Common Core State Standards Connections: ELA/Literacy – RST.6-8.3 Follow precisely a multistep procedure when carrying out experiments, taking measurements, or performing technical tasks. RST.6-8.7 Integrate quantitative or technical information expressed in words in a text with a version of that information expressed visually (e.g., in a flowchart, diagram, model, graph, or table).

ASSESSMENTS Student activities/labs Specific Websites/Resources

• www.middleschoolchemistry.com • www.inquiryinaction.org • www.fossweb.com (chemical Interactions)

Academic Vocabulary • absorbs • chemical processes • chemical reaction • construct • device • modify • optimal solution • release • temperature • test • thermal energy

PHYSICAL SCIENCE


TEACHER NOTES

RESOURCE NOTES

ASSESSMENT NOTES








Structure and Properties of

Matter

MS-PS1-1. Develop models to describe the atomic composition of simple molecules and extended structures.

[Clarification Statement: Emphasis is on developing models of molecules that vary in complexity. Examples of simple molecules could include ammonia and methanol. Examples of extended structures could include sodium chloride or diamonds. Examples of molecular-level models could include drawings, 3D ball and stick structures or computer representations showing different molecules with different types of atoms.]

[Assessment Boundary: Assessment does not include valence electrons and bonding energy, discussing the ionic nature of subunits of complex structures, or a complete depiction of all individual atoms in a complex molecule or extended structure.]


• Atoms are the basic units of matter. • All matter is made of one or more elements. • Substances combine with one another in various ways. • Molecules are two or more atoms joined together. • Atoms form molecules that range in size from two to thousands of atoms. • Molecules can be simple or very complex. • Solids may be formed from molecules, or they may be extended structures with repeating

subunits (e.g., crystals). Essential skills

• Develop a model of a simple molecule. • Use the model of the simple molecule to describe its atomic composition. • Develop a model of an extended structure. • Use the model of the extended structure to describe its repeating subunits.



Developing and Using Models Modeling in 6–8 builds on K–5 and progresses to developing, using and revising models to describe, test, and predict more abstract phenomena and design systems. Develop a model to predict and/or describe phenomena.

PS1.A: Structure and Properties of Matter Substances are made from different types of atoms, which combine with one another in various ways. Atoms form molecules that range in size from two to thousands of atoms. Solids may be formed from molecules, or they may be extended structures with repeating subunits (e.g., crystals).

Scale, Proportion, and Quantity Time, space, and energy phenomena can be observed at various scales using models to study systems that are too large or too small.

Connections to

Connections to other DCIs in this grade-band: MS.ESS2.C Articulation across grade-bands: 5.PS1.A; HS.PS1.A; HS.ESS1.

See complete instructional strategies list in the introduction

See complete resource list in the introduction

See complete assessment list in the introduction REQUIRED COMMON ASSESSMENTS





Common Core State Standards Connections: ELA/Literacy – RST.6-8.7 Integrate quantitative or technical information expressed in words in a text with a version of that information expressed visually (e.g., in a flowchart, diagram, model, graph, or table). Mathematics – MP.2 Reason abstractly and quantitatively. MP.4 Model with mathematics. 6.RP.A.3 Use ratio and rate reasoning to solve real-world and mathematical problems. 8.EE.A.3 Use numbers expressed in the form of a single digit times an integer power of 10 to estimate very large or very small quantities, and to express how many times as much one is than the other. ASSESSMENTS Student activities/labs Specific Websites/Resources


Academic Vocabulary • atomic composition • atoms • bond • crystal • elements • extended structure (molecule or crystal) • matter • models • molecules • particle model • simple molecule • substances • subunit


Students who demonstrate understanding can: MS-PS1-3. Gather and make sense of information to describe that synthetic materials come from natural resources and impact society.

[Clarification Statement: Emphasis is on natural resources that undergo a chemical process to form the synthetic material. Examples of new materials could include new medicine, foods, and alternative fuels.]

[Assessment Boundary: Assessment is limited to qualitative information.] Essential knowledge/concepts

• Each pure substance has characteristic physical and chemical properties that can be used to identify it.

• Substances react chemically in characteristic ways.









• In a chemical process, the atoms that make up the original substances are regrouped into different molecules.

• New substances (products) that result from chemical processes have different properties from those of the original substances (reactants).

• Natural resources can undergo a chemical process to form synthetic material. • Structures can be designed to serve particular functions by taking into account properties of

different materials and how materials can be shaped and used. • Engineering advances have led to discoveries of important synthetic materials, and scientific

discoveries have led to the development of entire industries and engineered systems using these materials. (Examples of synthetic materials include plastics, medicines, foods, pesticides, fire retardants, and alternative fuels)

• Technology use varies from region to region and over time. • The uses of technologies (engineered/synthetic materials) and any limitations on their use are

driven by individual or societal needs, desires, and values. • The uses of technologies (engineered/synthetic materials) and any limitations on their use are

driven by the findings of scientific research and by differences in such factors as climate, natural resources, and economic conditions.

Essential skills • Obtain, evaluate, and communicate information to show that synthetic materials come from

natural resources and affect society. • Gather, read, and synthesize information about how synthetic materials formed from natural

resources affect society. • Assess the credibility, accuracy, and possible bias of each publication and methods used within

the publication. • Describe how information about how synthetic materials formed from natural resources affect

society is supported or not supported by evidence.

Science and Engineering

Practices Disciplinary Core Ideas Cross Cutting Concepts

Obtaining, Evaluating, and Communicating Information Obtaining, evaluating, and communicating information in 6–8 builds on K–5 and progresses to evaluating the merit and validity of ideas and methods. Gather, read, and synthesize information from multiple appropriate sources and assess the credibility, accuracy, and possible bias of each publication and methods used, and describe how they are supported or not supported by evidence.

PS1.A: Structure and Properties of Matter Each pure substance has characteristic physical and chemical properties (for any bulk quantity under given conditions) that can be used to identify it. PS1.B: Chemical Reactions Substances react chemically in characteristic ways. In a chemical process, the atoms that make up the original substances are regrouped into different molecules, and these new substances have different properties from those of the reactants.

Structure and Function Structures can be designed to serve particular functions by taking into account properties of different materials, and how materials can be shaped and used. ------------------------------------------------ Connections to Engineering, Technology, and Applications of Science Interdependence of Science, Engineering, and Technology Engineering advances have led to important discoveries in virtually every field of science, and scientific discoveries have led to the development of entire industries and engineered systems.





Influence of Science, Engineering and Technology on Society and the Natural World The uses of technologies and any limitations on their use are driven by individual or societal needs, desires, and values; by the findings of scientific research; and by differences in such factors as climate, natural resources, and economic conditions. Thus technology use varies from region to region and over time.

Connections to Connections to other DCIs in this grade-band: MS.LS2.A; MS.LS4.D; MS.ESS3.A; MS.ESS3.C Articulation across grade-bands: 5.PS1.A; HS.LS2.A;. HS.LS4.D HS.ESS3.A Common Core State Standards Connections: ELA/Literacy – RST.6-8.1 Cite specific textual evidence to support analysis of science and technical texts, attending to the precise details of explanations or descriptions WHST.6-8.8 Gather relevant information from multiple print and digital sources, using search terms effectively; assess the credibility and accuracy of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and following a standard format for citation. ASSESSMENTS Student activities/labs

• Elements Project Specific Websites/Resources

Academic Vocabulary • accuracy • bias • chemical properties • credibility • engineered systems • evaluate • industries • limitations • molecules • natural resource • original substances • physical properties • pure substance • reactants • structures • synthetic material • technology






MS-PS1-4. Develop a model that predicts and describes changes in particle motion, temperature, and state of a pure substance when thermal energy is added or removed.

[Clarification Statement: Emphasis is on qualitative molecular-level models of solids, liquids, and gases to show that adding or removing thermal energy increases or decreases kinetic energy of the particles until a change of state occurs. Examples of models could include drawings and diagrams. Examples of particles could include molecules or inert atoms. Examples of pure substances could include water, carbon dioxide, and helium.] Essential knowledge/concepts

• Changes in particle motion, temperature, and state of a pure substance occur when thermal energy is added or removed.

• Qualitative molecular-level models of solids, liquids, and gases can be used to show that adding or removing thermal energy increases or decreases the kinetic energy of the particles until a change of state occurs.

• Gases and liquids are made of atoms/molecules that are moving about relative to each other. • In a liquid, the atoms/molecules are constantly in contact with others. • In a gas, the atoms/molecules are widely spaced except when they happen to collide. • In a solid, atoms/molecules are closely spaced and may vibrate in position but do not change

relative locations. • The changes of state that occur with variations in temperature or pressure can be described and

predicted using models of matter. • The term heat as used in everyday language refers both to thermal energy and the transfer of

that thermal energy from one object to another. • Thermal energy is the motion of atoms or molecules within a substance. • In science, heat is used to refer to the energy transferred due to the temperature difference

between two objects. • The temperature of a system is proportional to the average internal kinetic energy and potential

energy per atom or molecule (whichever is the appropriate building block for the system’s material).

• The details of the relationship between the average internal kinetic energy and the potential energy per atom or molecule depend on the type

• of atom or molecule and the interactions among the atoms in the material. • Temperature is not a direct measure of a system’s total thermal energy. • The total thermal energy of a system depends jointly on the temperature, the total number of

atoms in the system, and the state of the material. • Cause-and-effect relationships may be used to predict and describe changes in particle motion,

temperature, and state of a pure substance when thermal energy is added or removed in natural systems.





Essential skills

• Develop a model that predicts and describes changes in particle motion that could include atoms/molecules or pure substances.

• Use cause-and-effect relationships to predict changes in particle motion, temperature, and state of a pure substance when thermal energy is added or removed in natural or designed systems.



Developing and Using Models Modeling in 6–8 builds on K–5 and progresses to developing, using and revising models to describe, test, and predict more abstract phenomena and design systems. Develop a model to predict and/or describe phenomena.

PS1.A: Structure and Properties of Matter Gases and liquids are made of molecules or inert atoms that are moving about relative to each other. In a liquid, the molecules are constantly in contact with others; in a gas, they are widely spaced except when they happen to collide. In a solid, atoms are closely spaced and may vibrate in position but do not change relative locations. The changes of state that occur with variations in temperature or pressure can be described and predicted using these models of matter.

Cause and Effect Cause and effect relationships may be used to predict phenomena in natural or designed systems.

Connections to Connections to other DCIs in this grade-band: MS.ESS2.C Articulation across grade-bands: HS.PS1.A ; HS.PS1.B; HS.PS3.A Common Core State Standards Connections: ELA/Literacy – RST.6-8.7 Integrate quantitative or technical information expressed in words in a text with a version of that information expressed visually (e.g., in a flowchart, diagram, model, graph, or table). Mathematics – 6.NS.C.5 Understand that positive and negative numbers are used together to describe quantities having opposite directions or values (e.g., temperature above/below zero, elevation above/below sea level, credits/debits, positive/negative electric charge); use positive and negative numbers to represent quantities in real-world contexts, explaining the meaning of 0 in each situation. ASSESSMENTS Student activities/labs Specific Websites/Resources

• http://www.harcourtschool.com/activity/hotplate/

Academic Vocabulary • boil • boiling point • collide • condense • freeze • gas • kinetic energy

http://www.harcourtschool.com/activity/hotplate/

http://www.harcourtschool.com/activity/hotplate/






• liquid • melt • melting point • model (molecular level) • particle motion • potential energy • predict • pure substance • solid • state/phase of matter • temperature • thermal energy • vaporize

LS LIFE SCIENCE

Interdependent Relationships in

Ecosystems


Students who demonstrate understanding can: MS-LS2-2. Construct an explanation that predicts patterns of interactions among organisms across multiple ecosystems.

[Clarification Statement: Emphasis is on predicting consistent patterns of interactions in different ecosystems in terms of the relationships among and between organisms and abiotic components of ecosystems. Examples of types of interactions could include competitive, predatory, and mutually beneficial.] Essential knowledge/concepts

• Predatory interactions may reduce the number of organisms or eliminate whole populations of organisms.

• Mutually beneficial interactions may become so interdependent that each organism requires the other for survival.

• The patterns of interactions of organisms with their environment, both its living and nonliving components, are shared.

• Interactions within ecosystems have patterns that can be used to identify cause-and-effect relationships.

• Patterns of interactions among organisms across multiple ecosystems can be predicted. • Patterns of interactions can be used to make predictions about the relationships among and

between organisms components of ecosystems. Essential skills

• Construct an explanation about interactions within ecosystems.












• Include qualitative or quantitative relationships between variables as part of explanations about interactions within ecosystems.

• Make predictions about the impact within and across ecosystems of competitive, predatory, or mutually beneficial relationships as abiotic (e.g., floods, habitat loss) or biotic (e.g., predation) components change.



Constructing Explanations and Designing Solutions Constructing explanations and designing solutions in 6–8 builds on K–5 experiences and progresses to include constructing explanations and designing solutions supported by multiple sources of evidence consistent with scientific ideas, principles, and theories. Construct an explanation that includes qualitative or quantitative relationships between variables that predict phenomena.

LS2.A: Interdependent Relationships in Ecosystems Similarly, predatory interactions may reduce the number of organisms or eliminate whole populations of organisms. Mutually beneficial interactions, in contrast, may become so interdependent that each organism requires the other for survival. Although the species involved in these competitive, predatory, and mutually beneficial interactions vary across ecosystems, the patterns of interactions of organisms with their environments, both living and nonliving, are shared.

Patterns Patterns can be used to identify cause and effect relationships.

Connections to Connections to other DCIs in this grade-band: MS.PS1.B; Articulation across grade-bands: 1.LS1.B; ;HS.LS2.A; HS.LS2.B;. HS.LS2. D Common Core State Standards Connections: ELA/Literacy – RST.6-8.1 Cite specific textual evidence to support analysis of science and technical texts. WHST.6-8.2 Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content. WHST.6-8.9 Draw evidence from literary or informational texts to support analysis, reflection, and research SL.8.4 Present claims and findings, emphasizing salient points in a focused, coherent manner with relevant evidence, sound valid reasoning, and well-chosen details; Mathematics – 6.SP.B.5 Summarize numerical data sets in relation to their context. ASSESSMENTS Student activities/labs Specific Websites/Resources

Academic Vocabulary • abiotic factor • biotic factor • competition • construct • consumer • decomposer • ecosystem • environmental resources • limiting factor





• niche (example: nocturnal vs. diurnal hunting or habitat distribution)

• organism • patterns of interactions • population • predator/prey • predict • producer • symbiosis (example mutualism, parasitism,

and commensalism)

Performance Expectations MS-LS2-5. Evaluate competing design solutions for maintaining biodiversity and ecosystem services.*

[Clarification Statement: Examples of ecosystem services could include water purification, nutrient recycling, and prevention of soil erosion. Examples of design solution constraints could include scientific, economic, and social considerations.]


• Biodiversity describes the variety of species found in Earth’s terrestrial and oceanic ecosystems. • An ecosystem’s biodiversity is often used as a measure of its health. • Changes in biodiversity can influence ecosystem services, such as food, energy, and medicines. • There are systematic processes for evaluating solutions with respect to how well they meet the

criteria and constraints of a problem. • A solution needs to be tested and then modified on the basis of the test results, in order to

improve it. • Models of all kinds are important for testing solutions. • Testing the most promising solutions and modifying what is proposed on the basis of the test

results leads to greater refinement and ultimately to an optimal solution. • Small changes in one part of a system may cause large changes in another part.

Essential skills/practices • Construct a convincing argument that supports or refutes claims for solutions about the natural

and designed world(s). • Develop a model to generate data to test ideas about designed systems, including those

representing inputs and outputs. • Create design criteria for design solutions for maintaining biodiversity and ecosystem services. • Evaluate competing design solutions based on jointly developed and agreed-upon design

criteria.







Engaging in Argument from Evidence Engaging in argument from evidence in 6–8 builds on K–5 experiences and progresses to constructing a convincing argument that supports or refutes claims for either explanations or solutions about the natural and designed world(s). Evaluate competing design solutions based on jointly developed and agreed-upon design criteria.

LS2.C: Ecosystem Dynamics, Functioning, and Resilience Biodiversity describes the variety of species found in Earth’s terrestrial and oceanic ecosystems. The completeness or integrity of an ecosystem’s biodiversity is often used as a measure of its health. LS4.D: Biodiversity and Humans Changes in biodiversity can influence humans’ resources, such as food, energy, and medicines, as well as ecosystem services that humans rely on—for example, water purification and recycling. (secondary to MS-LS2-5) ETS1.B: Developing Possible Solutions There are systematic processes for evaluating solutions with respect to how well they meet the criteria and constraints of a problem. (secondary to MS-LS2-5)

Stability and Change Small changes in one part of a system might cause large changes in another part. Connections to Engineering, Technology, and Applications of Science Influence of Science, Engineering, and Technology on Society and the Natural World The use of technologies and any limitations on their use are driven by individual or societal needs, desires, and values; by the findings of scientific research; and by differences in such factors as climate, natural resources, and economic conditions. Thus technology use varies from region to region and over time. Connections to Nature of Science Science Addresses Questions About the Natural and Material World Science knowledge can describe consequences of actions but does not make the decisions that society takes.

Connections to Connections to other DCIs in this grade-band: MS.ESS3. Articulation across grade-bands: HS.LS2.A ,HS.LS2.C,; HS.LS2.D, HS.ESS3.C, HS.ESS3.D Common Core State Standards Connections: ELA/Literacy – RST.6-8.8 Distinguish among facts, reasoned judgment based on research findings, and speculation in a text. (MS-LS2-5) RI.8.8 Trace and evaluate the argument and specific claims in a text, assessing whether the reasoning is sound and the evidence is relevant and sufficient to support the claims. Mathematics – MP.4 Model with mathematics. 6.RP.A.3 Use ratio and rate reasoning to solve real-world and mathematical problems. (MS-LS2-5) Essential Question(s) if applicable Science Kit Specific Websites/Resources

• www.fossweb.com (populations and ecosystems)

Academic Vocabulary • biodiversity • constraints • criteria • design solutions • ecosystem






• ecosystem services • evaluate • oceanic ecosystem • optimal solution • terrestrial ecosystem

LIFE SCIENCE

Matter and Energy in

Organisms and Ecosystems


MS-LS1.6. Construct a scientific explanation based on evidence for the role of photosynthesis in the cycling of matter and flow of energy into and out of organisms.

[Clarification Statement: Emphasis is on tracing movement of matter and flow of energy.] [Assessment Boundary: Assessment does not include the biochemical mechanisms of photosynthesis.]


• Photosynthesis has a primary role in the cycling of matter and flow of energy into and out of organisms.

• Trace the flow of energy and cycling of matter using a food chain or food web that includes producers, consumers and decomposers.

• The chemical reaction by which plants produce complex food molecules (sugars) requires an energy input (i.e., from sunlight) to occur. In this reaction, carbon dioxide and water combine to form carbon-based molecules and release oxygen.

• Plants, algae (including phytoplankton), and many microorganisms use the energy from light to make sugars (food) from carbon dioxide from the atmosphere and water through the process of photosynthesis, which also releases oxygen.

• Sugars produced by plants can be used immediately or stored for growth or later use. • Within a natural system, the transfer of energy drives the motion and/or cycling of matter.

Essential skills/practices • Construct a scientific explanation for the role of photosynthesis in the cycling of matter and flow

of energy into and out of organisms based on valid and reliable evidence obtained from sources (including the students’ own experiments).

• Construct a scientific explanation for the role of photosynthesis in the cycling of matter and flow of energy into and out of organisms based on the assumption that theories and laws that describe the natural world operate today as they did in the past and will continue to do so in the future.










Constructing Explanations and Designing Solutions Constructing explanations and designing solutions in 6–8 builds on K–5 experiences and progresses to include constructing explanations and designing solutions supported by multiple sources of evidence consistent with scientific knowledge, principles, and theories. Construct a scientific explanation based on valid and reliable evidence obtained from sources (including the students’ own experiments) and the assumption that theories and laws that describe the natural world operate today as they did in the past and will continue to do so in the future. ---------------------------------------------------- Connections to Nature of Science Scientific Knowledge is Based on Empirical Evidence Science knowledge is based upon logical connections between evidence and explanations.

LS1.C: Organization for Matter and Energy Flow in Organisms Plants, algae (including phytoplankton), and many microorganisms use the energy from light to make sugars (food) from carbon dioxide from the atmosphere and water through the process of photosynthesis, which also releases oxygen. These sugars can be used immediately or stored for growth or later use. PS3.D: Energy in Chemical Processes and Everyday Life The chemical reaction by which plants produce complex food molecules (sugars) requires an energy input (e.g. from sunlight) to occur. In this reaction, carbon dioxide and water combine to form carbon-based organic molecules and release oxygen. (secondary to MS-LS1-6)

Energy and Matter Within a natural system, the transfer of energy drives the motion and/or cycling of matter.

Connections to Connections to other DCIs in this grade-band: MS.PS1.B; MS.ESS2.A Articulation across grade-bands: 5.PS3.D; 5.LS1.C; 5.LS2.A ; 5.LS2.B; HS.PS1.B; HS.LS1.C;HS.LS2.B; HS.LS2.D Common Core State Standards Connections: RST.6-8.1 Cite specific textual evidence to support analysis of science and technical texts. RST.6-8.2 Determine the central ideas or conclusions of a text; provide an accurate summary of the text distinct from prior knowledge or opinions. WHST.6-8.2 Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content. WHST.6-8.9 Draw evidence from informational texts to support analysis, reflection, and research. SL.8.5 Integrate multimedia and visual displays into presentations to clarify information, strengthen claims and evidence, and add interest. Mathematics – 6.EE.C.9 Use variables to represent two quantities in a real-world problem that change in relationship to one another; write an equation to express one quantity, thought of as the dependent variable, in terms of the other quantity, thought of as the independent variable. Analyze the relationship between the dependent and independent variables using graphs and tables, and relate these to the equation. ASSESSMENTS Student activities/labs \ Specific Websites/Resources

Academic Vocabulary • chemical reaction • construct • consumer • cycling of matter • decomposer • energy • energy transfer • evidence





• food chain • food web • organism • photosynthesis • producer • scientific explanation



MS-LS1.7. Develop a model to describe how food is rearranged through chemical reactions forming new molecules that support growth and/or release energy as this matter moves through an organism.

[Clarification Statement: Emphasis is on describing that molecules are broken apart and put back together and that in this process, energy is released.] [Assessment Boundary: Assessment does not include details of the chemical reactions for photosynthesis or respiration.]


• Molecules are broken apart and put back together to form new substances, and in this process, energy is released.

• Cellular respiration in plants and animals involves chemical reactions with oxygen that release stored energy.

• In cellular respiration, complex molecules containing carbon react with oxygen to produce carbon dioxide and other materials.

• Within individual organisms, food moves through a series of chemical reactions in which it is broken down and rearranged to form new molecules to support growth or to release energy.

• Matter is conserved during cellular respiration because atoms are conserved in physical and chemical processes.

Essential skill/practices • Develop and use a model to describe how food is rearranged through chemical reactions.



Developing and Using Models Modeling in 6–8 builds on K–5 experiences and progresses

LS1.C: Organization for Matter and Energy Flow in Organisms

Energy and Matter Matter is conserved because atoms are conserved in physical and chemical processes.





to developing, using, and revising models to describe, test, and predict more abstract phenomena and design systems. Develop a model to describe unobservable mechanisms.

Within individual organisms, food moves through a series of chemical reactions in which it is broken down and rearranged to form new molecules, to support growth, or to release energy. PS3.D: Energy in Chemical Processes and Everyday Life Cellular respiration in plants and animals involve chemical reactions with oxygen that release stored energy. In these processes, complex molecules containing carbon react with oxygen to produce carbon dioxide and other materials. (secondary to MS-LS1-7)

Connections to Connections to other DCIs in this grade-band: MS.PS1.B Articulation across grade-bands: 5.PS3.D; 5.LS1.C; 5.LS2.B ; HS.PS1.B; HS.LS1.C; HS.LS2. Common Core State Standards Connections: SL.8.5 Integrate multimedia and visual displays into presentations to clarify information, strengthen claims and evidence, and add interest. ASSESSMENTS Student activities/labs Specific Websites/Resources

Academic Vocabulary • cellular respiration • chemical reaction • food • matter • model • molecules • photosynthesis

Performance Expectations Students who demonstrate understanding can: MS-LS2-1. Analyze and interpret data to provide evidence for the effects of resource availability on organisms and populations of organisms in an ecosystem.

[Clarification Statement: Emphasis is on cause and effect relationships between resources and growth of individual organisms and the numbers of organisms in ecosystems during periods of abundant and carce resources.]


• Organisms and populations of organisms are dependent on biotic factors in the environment • Organisms and populations of organisms are dependent on abiotic factors in the environment





• In any ecosystem, organisms and populations with similar requirements for food, water, oxygen, or other resources may compete with others for limited resources.

• Access to food, water, oxygen, or other resources limit organisms’ growth and reproduction. • Cause-and-effect relationships may be used to predict effects of resource availability on

organisms and populations of organisms in ecosystems during periods of abundant and scarce resources.

Essential skills/practices • Analyze and interpret data to provide evidence for the effects of resource availability on

organisms and populations of organisms in an ecosystem. • Use cause-and-effect relationships to predict the effect of resource availability on organisms and

populations in natural systems.



Analyzing and Interpreting Data Analyzing data in 6–8 builds on K–5 experiences and progresses to extending quantitative analysis to investigations, distinguishing between correlation and causation, and basic statistical techniques of data and error analysis. Analyze and interpret data to provide evidence for phenomena.

LS2.A: Interdependent Relationships in Ecosystems Organisms, and populations of organisms, are dependent on their environmental interactions both with other living things and with nonliving factors. In any ecosystem, organisms and populations with similar requirements for food, water, oxygen, or other resources may compete with each other for limited resources, access to which consequently constrains their growth and reproduction. Growth of organisms and population increases are limited by access to resources.

Cause and Effect Cause and effect relationships may be used to predict phenomena in natural or designed systems.

Connections to Connections to other DCIs in this grade-band: MS.ESS3.A MS.ESS3.C Articulation across grade-bands: 3.LS2.C 3.LS4.D ; 5.LS2.A ; HS.LS2.A; HS.LS2.C; HS.LS2.D;; HS.LS4.; HS.ESS3.A Common Core State Standards Connections: ELA/Literacy – RST.6-8.1 Cite specific textual evidence to support analysis of science and technical texts. (MS-LS2-1),(MS-LS2-2),(MS-LS2-4) RST.6-8.7 Integrate quantitative or technical information expressed in words in a text with a version of that information expressed visually (e.g., in a flowchart, diagram, model, graph, or table).


Academic Vocabulary • abiotic factor • analyze • biotic factor • data • ecosystem





• evidence • interpret • organisms • resources



MS-LS2.3. Develop a model to describe the cycling of matter and flow of energy among living and nonliving parts of an ecosystem.

[Clarification Statement: Emphasis is on describing the conservation of matter and flow of energy into and out of various ecosystems, and on defining the boundaries of the system.] [Assessment Boundary: Assessment does not include the use of chemical reactions to describe the processes.]


• Food webs are models that demonstrate how matter and energy are transferred among producers, consumers, and decomposers

• Transfers of matter into and out of the physical environment occur at every level. • Decomposers recycle nutrients from dead plant or animal matter back to the soil in terrestrial

environments. • Decomposers recycle nutrients from dead plant or animal matter back to the water in aquatic

environments. • The atoms that make up the organisms in an ecosystem are cycled repeatedly between the living

and nonliving parts of the ecosystem. • The transfer of energy can be tracked as energy flows through an ecosystem. • Science assumes that objects and events in ecosystems occur in consistent patterns that are

understandable through measurement and observation.

Essential skills/practices • Develop a model to describe the cycling of matter among living and nonliving parts of an

ecosystem. • Develop a model to describe the flow of energy among living and nonliving parts of ecosystem. • Track the transfer of energy as energy flows through an ecosystem. • Observe and measure patterns of objects and events in ecosystems.



Developing and Using Models LS2.B: Cycle of Matter and Energy Transfer in Ecosystems

Energy and Matter





Modeling in 6–8 builds on K–5 experiences and progresses to developing, using, and revising models to describe, test, and predict more abstract phenomena and design systems. Develop a model to describe phenomena

Food webs are models that demonstrate how matter and energy is transferred between producers, consumers, and decomposers as the three groups interact within an ecosystem. Transfers of matter into and out of the physical environment occur at every level. Decomposers recycle nutrients from dead plant or animal matter back to the soil in terrestrial environments or to the water in aquatic environments. The atoms that make up the organisms in an ecosystem are cycled repeatedly between the living and nonliving parts of the ecosystem.

The transfer of energy can be tracked as energy flows through a natural system. ------------------------------------------------ Connections to Nature of Science Scientific Knowledge Assumes an Order and Consistency in Natural Systems Science assumes that objects and events in natural systems occur in consistent patterns that are understandable through measurement and observation.

Connections to Connections to other DCIs in this grade-band: MS.PS1.B Articulation across grade-bands: 5.LS2.A; 5.LS2.; HS.PS3.B; HS.LS1.C; HS.LS2.B; HS.ESS2.A Common Core State Standards Connections: SL.8.5 Include multimedia components and visual displays in presentations to clarify claims and findings and emphasize salient points. Mathematics – 6.EE.C.9 Use variables to represent two quantities in a real-world problem that change in relationship to one another; write an equation to express one quantity, thought of as the dependent variable, in terms of the other quantity, thought of as the independent variable. Analyze the relationship between the dependent and independent variables using graphs and tables, and relate these to the equation. 6.SP.B.5 Summarize numerical data sets in relation to their context. ASSESSMENTS Student activities/labs Specific Websites/Resources

Academic Vocabulary • abiotic • aquatic • biotic • consumer • decomposer • ecosystem • matter • nutrients • producer • recycle • terrestrial






MS-LS2-4. Construct an argument supported by empirical evidence that changes to physical or biological components of an ecosystem affect populations.

[Clarification Statement: Emphasis is on recognizing patterns in data and making warranted inferences about changes in populations, and on evaluating empirical evidence supporting arguments about changes to ecosystems.] Essential knowledge/concepts

• Ecosystems are dynamic in nature. • The characteristics of ecosystems can vary over time. • Disruptions to any physical or biological component of an ecosystem can lead to shifts in

all the ecosystem’s populations. • Small changes in one part of an ecosystem might cause large changes in another part. • Patterns in data about ecosystems can be recognized and used to make and support

inferences about changes in populations. • Evidence can be used to support arguments about changes to ecosystems.

Essential skill/practices • Construct an argument to support or refute an explanation for the changes to populations

in an ecosystem caused by disruptions to a physical or biological component of that ecosystem.

• Use scientific rules for obtaining and evaluating empirical evidence. (Empirical evidence and scientific reasoning must support the argument.)

• Recognize patterns in data and make warranted inferences about changes in populations. • Evaluate empirical evidence supporting arguments about changes to ecosystems.



Engaging in Argument from Evidence Engaging in argument from evidence in 6–8 builds on K–5 experiences and progresses to constructing a convincing argument that supports or refutes claims for either explanations or solutions about the natural and designed world(s). Construct an oral and written argument supported by empirical evidence and scientific reasoning to support or refute an explanation or a model for a phenomenon or a solution to a problem. Connections to Nature of Science Scientific Knowledge is Based on Empirical Evidence

LS2.C: Ecosystem Dynamics, Functioning, and Resilience Ecosystems are dynamic in nature; their characteristics can vary over time. Disruptions to any physical or biological component of an ecosystem can lead to shifts in all its populations.

Stability and Change Small changes in one part of a system might cause large changes in another part.





Science disciplines share common rules of obtaining and evaluating empirical evidence.

Connections to Connections to other DCIs in this grade-band: MS.LS4.C , MS.LS4.D , MS.ESS2.A , MS.ESS3.A, MS.ESS3.C Articulation across grade-bands: LS2.C , 3.LS4.D, HS.LS2.C ,; HS.LS4.C, HS.LS4.D, HS.ESS2.E, HS.ESS3.B, HS.ESS3.C Common Core State Standards Connections: ELA/Literacy – RST.6-8.1 Cite specific textual evidence to support analysis of science and technical texts. RI.8.8 Trace and evaluate the argument and specific claims in a text, assessing whether the reasoning is sound and the evidence is relevant and sufficient to support the claims WHST.6-8.1 Write arguments to support claims with clear reasons and relevant evidence. WHST.6-8.9 Draw evidence from literary or informational texts to support analysis, reflection, and research. Essential Question(s) if applicable Science Kit Specific Websites/Resources

• www.fossweb.com (populations and ecosystems)

Academic Vocabulary • argument • biological components • construct • dynamic • ecosystems • empirical evidence • inferences • physical components • refute

EARTH and SPACE SCIENCE

ESS1

Earth’s Place in the Universe


MS-ESS1-4. Construct a scientific explanation based on evidence from rock strata for how the geologic time scale is used to organize Earth’s 4.6-billion-year-old history.

[Clarification Statement: Emphasis is on how analyses of rock formations and the fossils they contain are used to establish relative ages of major events in Earth’s history. Examples of Earth’s major events could range from being very recent (such as the last Ice Age or the earliest fossils of homo sapiens) to very old (such as the formation of Earth or the earliest evidence of life). Examples can include the formation of mountain chains and ocean basins, the evolution or extinction of particular living organisms, or significant volcanic eruptions.] [Assessment Boundary: Assessment does not include recalling the names of specific periods or epochs and events within them.] Essential knowledge/concepts

• The geologic time scale is used to organize Earth’s 4.6-billion-year-old history. • Rock formations and the fossils they contain are used to establish relative ages of major events in

Earth’s history. • The geologic time scale interpreted from rock strata provides a way to organize Earth’s history.









• Analyses of rock strata and the fossil record provide only relative dates, not an absolute ages. • Time, space, and energy phenomena can be observed at various scales using models to study systems

that are too large or too small. Essential skill/practices

• Construct a scientific explanation based on valid and reliable evidence from rock strata obtained from sources (including the students’ own experiments).

• Construct a scientific explanation based on rock strata and the assumption that theories and laws that describe the natural world operate today as they did in the past and will continue to do so in the future.



Constructing Explanations and Designing Solutions Constructing explanations and designing solutions in 6–8 builds on K–5 experiences and progresses to include constructing explanations and designing solutions supported by multiple sources of evidence consistent with scientific ideas, principles, and theories. Construct a scientific explanation based on valid and reliable evidence obtained from sources (including the students’ own experiments) and the assumption that theories and laws that describe the natural world operate today as they did in the past and will continue to do so in the future.

ESS1.C: The History of Planet Earth The geologic time scale interpreted from rock strata provides a way to organize Earth’s history. Analyses of rock strata and the fossil record provide only relative dates, not an absolute scale

Scale, Proportion, and Quantity Time, space, and energy phenomena can be observed at various scales using models to study systems that are too large or too small.

Connections to Connections to other DCIs in this grade-band: MS.LS4.A, MS.LS4.C Articulation of DCIs across grade-bands:; 3.LS4.A, LS4.C, 3.LS4.D, 4.ESS1.C, HS.PS1. HS.LS4.A HS.LS4.C, HS.ESS1.C, HS.ESS2.A Common Core State Standards Connections: ELA/Literacy – RST.6-8.1 Cite specific textual evidence to support analysis of science and technical texts. (MS-ESS1-3),(MS-ESS1-4) RST.6-8.7 Integrate quantitative or technical information expressed in words in a text with a version of that information expressed visually (e.g., in a flowchart, diagram, model, graph, or table). WHST.6-8.2 Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content. Mathematics – 6.EE.B.6 Use variables to represent numbers and write expressions when solving a real-world or mathematical problem; understand that a variable can represent an unknown number, or, depending on the purpose at hand, any number in a specified set.





7.EE.B.6 Use variables to represent quantities in a real-world or mathematical problem, and construct simple equations and inequalities to solve problems by reasoning about the quantities. Essential Question(s) if applicable Science Kit Specific Websites/Resources

Academic Vocabulary • absolute age • construct • fossil record • geologic time scale • relative age • rock strata • scientific explanation

ESS

EARTH AND SPACE SCIENCE

Earth’s Systems


MS-ESS2-1 Develop a model to describe the cycling of Earth’s materials and the flow of energy that drives this process.

[Clarification Statement: Emphasis is on the processes of melting, crystallization, weathering, deformation, and sedimentation, which act together to form minerals and rocks through the cycling of Earth’s materials.] [Assessment Boundary: Assessment does not include the identification and naming of minerals.] Essential knowledge/concepts

• Energy drives the process that results in the cycling of Earth’s materials. • The processes of melting, crystallization, weathering, deformation, and sedimentation act

together to form minerals and rocks through the cycling of Earth’s materials. • All Earth processes are the result of energy flowing and matter cycling within and among the

planet’s systems. • Energy flowing and matter cycling within and among the planet’s systems derive from the sun

and Earth’s hot interior. • Energy that flows and matter that cycles produce chemical and physical changes in Earth’s

materials and living organisms. • Explanations of stability and change in Earth’s natural systems can be constructed by examining

the changes over time and processes at different scales, including the atomic scale. Essential skill/practices

• Develop a model to describe the cycling of Earth’s materials and the flow of energy that drives this process.










Developing and Using Models Modeling in 6–8 builds on K–5 experiences and progresses to developing, using, and revising models to describe, test, and predict more abstract phenomena and design systems. Develop and use a model to describe phenomena

ESS2.A: Earth’s Materials and Systems All Earth processes are the result of energy flowing and matter cycling within and among the planet’s systems. This energy is derived from the sun and Earth’s hot interior. The energy that flows and matter that cycles produce chemical and physical changes in Earth’s materials and living organisms.

Stability and Change Explanations of stability and change in natural or designed systems can be constructed by examining the changes over time and processes at different scales, including the atomic scale.

Connections to Connections to other DCIs in this grade-band: MS.PS1.A; MS.PS1.B; MS.PS3.B; MS.LS2.B; MS.LS2.C; MS.ESS1.B, MS.ESS3. Articulation across grade-bands: 4.PS3.B; 4.ESS2.A; 5.ESS2.A; HS.PS1.B; HS.PS3.B; HS.LS1.C; HS.LS2.B; HS.ESS2.A; HS.ESS2.C; HS.ESS2.E Common Core State Standards Connections: SL.8.5 Include multimedia components and visual displays in presentations to clarify claims and findings and emphasize salient points. ASSESSMENTS Student activities/labs Specific Websites/Resources

Academic Vocabulary • chemical change • crystallization • cycling • deformation • melting • minerals • model • physical change • sedimentation • stability • weathering


MS-ESS3-1. Construct a scientific explanation based on evidence for how the uneven distributions of Earth’s mineral, energy, and groundwater resources are the result of past and current geoscience processes.





[Clarification Statement: Emphasis is on how these resources are limited and typically non-renewable, and how their distributions are significantly changing as a result of removal by humans. Examples of uneven distributions of resources as a result of past processes include but are not limited to petroleum (locations of the burial of organic marine sediments and subsequent geologic traps), metal ores (locations of past volcanic and hydrothermal activity associated with subduction zones), and soil (locations of active weathering and/or deposition of rock).] Essential knowledge/concepts

• Humans depend on Earth’s land, ocean, atmosphere, and biosphere for many different resources.

• All human activities draw on Earth’s land, ocean, atmosphere, and biosphere resources and have both short and long-term consequences, positive as well as negative, for the health of people and the natural environment.

• Minerals, fresh water, and biosphere resources are distributed unevenly around the planet as a result of past geologic processes.

• Cause-and-effect relationships may be used to explain how uneven distributions of Earth’s mineral, energy, and groundwater resources have resulted from past and current geosciences processes.

• Resources that are unevenly distributed as a result of past processes include but are not limited to petroleum, metal ores, and soil.

• Mineral, fresh water, ocean, biosphere, and atmosphere resources are limited, and many are not renewable or replaceable over human lifetimes.

• The distribution of some of Earth’s land, ocean, atmosphere, and biosphere resources are changing significantly due to removal by humans.

Essential skill/practices • Construct a scientific explanation based on valid and reliable evidence of how the uneven

distributions of Earth’s mineral, energy, and groundwater resources are the • result of past and current geosciences processes. • Obtain evidence from sources, which must include the student’s own experiments. • Construct a scientific explanation based on the assumption that theories and laws that describe

the current geosciences process operates today as they did in the past and will continue to do so in the future.



Constructing Explanations and Designing Solutions Constructing explanations and designing solutions in 6–8 builds on K–5 experiences and progresses to include constructing explanations and designing solutions supported by multiple sources of evidence consistent with scientific ideas, principles, and theories. Construct a scientific explanation

ESS3.A: Natural Resources Humans depend on Earth’s land, ocean, atmosphere, and biosphere for many different resources. Minerals, fresh water, and biosphere resources are limited, and many are not renewable or replaceable over human lifetimes. These resources are distributed unevenly around the planet as a result of past geologic processes.

Cause and Effect Cause and effect relationships may be used to predict phenomena in natural or designed systems. ------------------------------------------ Connections to Engineering, Technology, and Applications of Science Influence of Science, Engineering, and Technology on Society and the Natural World





based on valid and reliable evidence obtained from sources (including the students’ own experiments) and the assumption that theories and laws that describe the natural world operate today as they did in the past and will continue to do so in the future.

All human activity draws on natural resources and has both short and long term consequences, positive as well as negative, for the health of people and the natural environment.

Connections to Connections to other DCIs in this grade-band: MS.PS1.A ; MS.PS1.B ; MS.ESS2.D Articulation of DCIs across grade-bands: 4.PS3.D; 4.ESS3.A ; HS.PS3.B ; HS.LS1.C; HS.ESS2.A ; HS.ESS2.B ; HS.ESS2.C ; HS.ESS3.A Common Core State Standards Connections: ELA/Literacy – RST.6-8.1 Cite specific textual evidence to support analysis of science and technical texts. (MS-ESS3-1) WHST.6-8.2 Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content. WHST.6-8.9 Draw evidence from informational texts to support analysis, reflection, and research. Mathematics – 6.EE.B.6 Use variables to represent numbers and write expressions when solving a real-world or mathematical problem; understand that a variable can represent an unknown number, or, depending on the purpose at hand, any number in a specified set. 7.EE.B.4 Use variables to represent quantities in a real-world or mathematical problem, and construct simple equations and inequalities to solve problems by reasoning about the quantities. ASSESSMENTS Student activities/labs Specific Websites/Resources

Academic Vocabulary • atmosphere • biosphere • construct • evidence • geoscience processes • geosciences processes • groundwater • metal ore • minerals • nonrenewable resources • petroleum • renewable resources • scientific explanation • soil • uneven distribution

ESS

TEACHER NOTES

RESOURCE NOTES

ASSESSMENT NOTES





EARTH AND SPACE SCIENCE

History of Earth


MS-ESS2-2. Construct an explanation based on evidence for how geoscience processes have changed Earth’s surface at varying time and spatial scales.

[Clarification Statement: Emphasis is on how processes change Earth’s surface at time and spatial scales that can be large (such as slow plate motions or the uplift of large mountain ranges) or small (such as rapid landslides or microscopic geochemical reactions), and how many geoscience processes (such as earthquakes, volcanoes, and meteor impacts) usually behave gradually but are punctuated by catastrophic events. Examples of geoscience processes include surface weathering and deposition by the movements of water, ice, and wind. Emphasis is on geoscience processes that shape local geographic features, where appropriate.] Essential knowledge/concepts

• Geoscience processes have changed Earth’s surface at varying time and spatial scales. • Processes change Earth’s surface at time and spatial scales that can be large or small; many

geoscience processes usually behave gradually but are punctuated by catastrophic events. • Geoscience processes shape local geographic features. • The planet’s systems interact over scales that range from microscopic to global in size, and they

operate over fractions of a second to billions of years. • Interactions among Earth’s systems have shaped Earth’s history and will determine its future. • Water’s movements—both on the land and underground—cause weathering and erosion, which

change the land’s surface features and create underground formations. • Time, space, and energy phenomena within Earth’s systems can be observed at various scales

using models to study systems that are too large or too small. Essential skill/practices

• Construct a scientific explanation for how geoscience processes have changed Earth’s surface at varying time and spatial scales based on valid and reliable evidence obtained from sources (including the students’ own experiments).

• Construct a scientific explanation for how geoscience processes have changed Earth’s surface at varying time and spatial scales based on the assumption that theories and laws that describe the natural world operate today as they did in the past and will continue to do so in the future.

• Collect evidence about processes that change Earth’s surface at time and spatial scales that can be large (such as slow plate motions or the uplift of large mountain ranges).

• Collect evidence about processes that change Earth’s surface at time and spatial scales that can be small (such as rapid landslides or microscopic geochemical reactions), and how many geoscience processes (such as earthquakes, volcanoes, and meteor impacts) usually behave gradually but are punctuated by catastrophic events.



Designing Solutions Constructing explanations and

ESS2.C: The Roles of Water in Earth’s Surface Processes Water’s movements—both on the land and underground—cause

Scale Proportion and Quantity Time, space, and energy phenomena can be observed at various scales using models to

See complete instructional strategies list in the introduction

See complete resource list in the introduction

See complete assessment list in the introduction REQUIRED COMMON ASSESSMENTS





designing solutions in 6–8 builds on K–5 experiences and progresses to include constructing explanations and designing solutions supported by multiple sources of evidence consistent with scientific ideas, principles, and theories. Construct a scientific explanation based on valid and reliable evidence obtained from sources (including the students’ own experiments) and the assumption that theories and laws that describe the natural world operate today as they did in the past and will continue to do so in the future.

weathering and erosion, which change the land’s surface features and create underground formations.

study systems that are too large or too small. (MS-ESS2-2)

Connections to Connections to other DCIs in this grade-band: MS.PS1.B(;MS.LS2.B Articulation of DCIs across grade-bands: 4.ESS1.C ; 4.ESS2.A ; 4.ESS2.E 5.ESS2.A; HS.PS3.D; HS.LS2.B; HS.ESS1.C; HS.ESS2.A; HS.ESS2.B ; HS.ESS2.C; HS.ESS2.D; HS.ESS2.E ; HS.ESS3.D Common Core State Standards Connections: ELA/Literacy – RST.6-8.1 Cite specific textual evidence to support analysis of science and technical texts. WHST.6-8.2 Write informative/explanatory texts to examine a topic and convey ideas, concepts, and information through the selection, organization, and analysis of relevant content. SL.8.5 Include multimedia components and visual displays in presentations to clarify claims and findings and emphasize salient points Mathematics – MP.2 Reason abstractly and quantitatively. 6.EE.B.6 Use variables to represent numbers and write expressions when solving a real-world or mathematical problem; understand that a variable can represent an unknown number, or, depending on the purpose at hand, any number in a specified set. 7.EE.B.4 Use variables to represent quantities in a real-world or mathematical problem, and construct simple equations and inequalities to solve problems by reasoning about the quantities.


Academic Vocabulary • catastrophic events • construct • evidence • explanation • geoscience processes • spatial scales • time scales






Students who demonstrate understanding can: MS-ESS2-3. Analyze and interpret data on the distribution of fossils and rocks, continental shapes, and seafloor structures to provide evidence of the past plate motions.

[Clarification Statement: Examples of data include similarities of rock and fossil types on different continents, the shapes of the continents (including continental shelves), and the locations of ocean structures (such as ridges, fracture zones, and trenches).] [Assessment Boundary: Paleomagnetic anomalies in oceanic and continental crust are not assessed.]


• Tectonic processes continually generate new sea floor at ridges and destroy old sea floor at trenches.

• Maps of ancient land and water patterns, based on investigations of rocks and fossils, make clear how Earth’s plates have moved great distances, collided, and spread apart.

• Patterns in rates of change and other numerical relationships can provide information about past plate motions.

• The distribution of fossils and rocks, continental shapes, and sea floor structures to provide evidence of past plate motions.

• Similarities of rock and fossil types on different continents, the shapes of the continents (including continental shelves), and the locations of ocean structures (such as ridges, fracture zones, and trenches) provide evidence of past plate motions.

Essential skill/practices • Analyze and interpret data such as distributions of fossils and rocks, continental shapes, and sea

floor structures to provide evidence of past plate motions. • Analyze how science findings have been revised and/or reinterpreted based on new evidence

about past plate motions.



Analyzing and Interpreting Data Analyzing data in 6–8 builds on K–5 experiences and progresses to extending quantitative analysis to investigations, distinguishing between correlation and causation, and basic statistical techniques of data and error analysis. Analyze and interpret data to provide evidence for phenomena. -------------------------------------------------- Connections to Nature of Science Scientific Knowledge is Open to Revision in Light of New Evidence

ESS1.C: The History of Planet Earth Tectonic processes continually generate new ocean sea floor at ridges and destroy old sea floor at trenches. ESS2.B: Plate Tectonics and Large-Scale System Interactions Maps of ancient land and water patterns, based on investigations of rocks and fossils, make clear how Earth’s plates have moved great distances, collided, and spread apart.

Patterns Patterns in rates of change and other numerical relationships can provide information about natural and human designed systems.





Science findings are frequently revised and/or reinterpreted based on new evidence.

Connections to Connections to other DCIs in this grade-band:.LS4.B Articulation of DCIs across grade-bands: 3.LS4.A ;3.ESS3.B; 4.ESS1.C ; 4.ESS2.B;; HS.LS4.A Common Core State Standards Connections: ELA/Literacy – RST.6-8.1 Cite specific textual evidence to support analysis of science and technical texts. RST.6-8.7 Integrate quantitative or technical information expressed in words in a text with a version of that information expressed visually (e.g., in a flowchart, diagram, model, graph, or table). RST.6-8.9 Compare and contrast the information gained from experiments, simulations, video, or multimedia sources with that gained from reading a text on the same topic. Mathematics – MP.2 Reason abstractly and quantitatively. 6.EE.B.6 Use variables to represent numbers and write expressions when solving a real-world or mathematical problem; understand that a variable can represent an unknown number, or, depending on the purpose at hand, any number in a specified set. 7.EE.B.4 Use variables to represent quantities in a real-world or mathematical problem, and construct simple equations and inequalities to solve problems by reasoning about the quantities. ASSESSMENTS Student activities/labs Specific Websites/Resources

Academic Vocabulary • analyze • continental shapes • data • distribution • evidence • fossils • interpret • plate motions • rocks • seafloor structures (trench, ridge) • tectonic processes

ESS EARTH AND

SPACE SCIENCE

Human Impacts


MS-ESS3-2. Analyze and interpret data on natural hazards to forecast future catastrophic events and inform the development of technologies to mitigate their effects.

[Clarification Statement: Emphasis is on how some natural hazards, such as volcanic eruptions and severe weather, are preceded by phenomena that allow for reliable predictions, but others, such as earthquakes, occur suddenly and with no notice, and thus are not yet predictable. Examples of natural hazards can be taken from interior processes (such as earthquakes and volcanic eruptions), surface processes (such as mass wasting and








tsunamis), or severe weather events (such as hurricanes, tornadoes, and floods). Examples of data can include the locations, magnitudes, and frequencies of the natural hazards. Examples of technologies can be global (such as satellite systems to monitor hurricanes or forest fires) or local (such as building basements in tornado prone regions or reservoirs to mitigate droughts).]


• Natural hazards can be the result of interior processes, surface processes or severe weather events

• Some natural hazards, such as volcanic eruptions and severe weather, are preceded by phenomena that allow for reliable predictions, but others such as earthquakes, occur suddenly and with no notice, and therefore not yet predictable.

• Mapping the history of natural hazards in a region, combined with an understanding of geologic forces, can help forecast the locations and likelihoods of future events.

• Data on natural hazards can be used to forecast catastrophic events and inform the development of technologies and mitigate their effects.

• Data on natural hazards can include the locations, magnitudes, and frequencies of the natural hazards.

• Graphs, charts and images can be used to understand patterns of geologic forces that can help forecast the likelihood of locations and likelihoods of future events.

• Technologies that can be used to mitigate the effects of natural hazards can be global or local. • Technologies that can be used to mitigate the effects of natural hazards vary from region to

region and vary over time. Essential skill/practices

• Analyze and interpret data on natural hazards to determine similarities and differences and to distinguish between correlation and causation



Analyzing and Interpreting Data Analyzing data in 6–8 builds on K–5 and progresses to extending quantitative analysis to investigations, distinguishing between correlation and causation, and basic statistical techniques of data and error analysis. Analyze and interpret data to determine similarities and differences in findings.

ESS3.B: Natural Hazards Mapping the history of natural hazards in a region, combined with an understanding of related geologic forces can help forecast the locations and likelihoods of future events.

Patterns Graphs, charts, and images can be used to identify patterns in data. Influence of Science, Engineering, and Technology on Society and the Natural World The uses of technologies and any limitations on their use are driven by individual or societal needs, desires, and values; by the findings of scientific research; and by differences in such factors as climate, natural resources, and economic conditions. Thus technology use varies from region to region and over time.

Connections to Connections to other DCIs in this grade-band: MS.PS3.C (





Articulation of DCIs across grade-bands: 3.ESS3.B ,4.ESS3.B, HS.ESS2.B, HS.ESS2.D, HS.ESS3.B, ); HS.ESS3.D Common Core State Standards Connections: ELA/Literacy – RST.6-8.1 Cite specific textual evidence to support analysis of science and technical texts. RST.6-8.7 Integrate quantitative or technical information expressed in words in a text with a version of that information expressed visually (e.g., in a flowchart, diagram, model, graph, or table). WHST.6-8.7 Conduct short research projects to answer a question (including a self-generated question), drawing on several sources and generating additional related, focused questions that allow for multiple avenues of exploration. Mathematics – MP.2 Reason abstractly and quantitatively. 6.EE.B.6 Use variables to represent numbers and write expressions when solving a real-world or mathematical problem; understand that a variable can represent an unknown number, or, depending on the purpose at hand, any number in a specified set. 7.EE.B.4 Use variables to represent quantities in a real-world or mathematical problem, and construct simple equations and inequalities to solve problems by reasoning about the quantities. Essential Question(s) if applicable Science Kit Specific Websites/Resources

Academic Vocabulary • catastrophic event • causation • correlation • earthquake • frequency • geologic forces • interior (earth) process • magnitude • mitigate • natural hazard • phenomena • surface (earth) process • technology • volcanic eruption

ENGINEERING, TECHNOLOGY

AND APPLICATIONS

SCIENCE

ETS1

Performance Expectations Students who demonstrate understanding can: MS-ETS1-1. Define the criteria and constraints of a design problem with sufficient precision to ensure a successful solution, taking into account relevant scientific principles and potential impacts on people and the natural environment that may limit possible solutions

Essential knowledge and skills










Asking Questions and Defining Problems Asking questions and defining problems in grades 6–8 builds on grades K–5 experiences and progresses to specifying relationships between variables, and clarifying arguments and models. Define a design problem that can be solved through the development of an object, tool, process or system and includes multiple criteria and constraints, including scientific knowledge that may limit possible solutions.

ETS1.A: Defining and Delimiting Engineering Problems The more precisely a design task’s criteria and constraints can be defined, the more likely it is that the designed solution will be successful. Specification of constraints includes consideration of scientific principles and other relevant knowledge that are likely to limit possible solutions.

Influence of Science, Engineering, and Technology on Society and the Natural World All human activity draws on natural resources and has both short and long-term consequences, positive as well as negative, for the health of people and the natural environment. The uses of technologies and limitations on their use are driven by individual or societal needs, desires, and values; by the findings of scientific research; and by differences in such factors as climate, natural resources, and economic conditions.

Connections to Connections to MS-ETS1.A: Defining and Delimiting Engineering Problems include: Connections to MS-ETS1.A: Defining and Delimiting Engineering Problems include: Physical Science: MS-PS3-3 Connections to MS-ETS1.B: Developing Possible Solutions Problems include: Physical Science: MS-PS1-6, MS-PS3-3, Life Science: MS-LS2-5 Connections to MS-ETS1.C: Optimizing the Design Solution include: Physical Science: MS-PS1-6 Articulation of DCIs across grade-bands: 3-5.ETS1.A; 3-5.ETS1.C; HS.ETS1.A; HS.ETS1.B Common Core State Standards Connections: ELA/Literacy – RST.6-8.1 Cite specific textual evidence to support analysis of science and technical texts. WHST.6-8.8 Gather relevant information from multiple print and digital sources; assess the credibility of each source; and quote or paraphrase the data and conclusions of others while avoiding plagiarism and providing basic bibliographic information for sources. Mathematics – MP.2 Reason abstractly and quantitatively. 7.EE.3 Solve multi-step real-life and mathematical problems posed with positive and negative rational numbers in any form (whole numbers, fractions, and decimals), using tools strategically. Apply properties of operations to calculate with numbers in any form; convert between forms as appropriate; and assess the reasonableness of answers using mental computation and estimation strategies. ASSESSMENTS Student activities/labs

Academic Vocabulary • constraints • criteria • natural environment • precision • relevant scientific principles • successful solution

Specific Websites/Resources





ETS1.B

Performance Expectations Students who demonstrate understanding can: MS-ETS1-2. Evaluate competing design solutions using a systematic process to determine how well they meet the criteria and constraints of the problem.




Evidence Engaging in argument from evidence in 6–8 builds on K–5 experiences and progresses to constructing a convincing argument that supports or refutes claims for either explanations or solutions about the natural and designed world. Evaluate competing design solutions based on jointly developed and agreed-upon design criteria.

ETS1.B: Developing Possible Solutions There are systematic processes for evaluating solutions with respect to how well they meet the criteria and constraints of a problem

Connections to Connections to MS-ETS1.A: Defining and Delimiting Engineering Problems include: Physical Science: MS-PS3-3 Connections to MS-ETS1.B: Developing Possible Solutions Problems include: Physical Science: MS-PS1-6, MS-PS3-3, Life Science: MS-LS2-5 Connections to MS-ETS1.C: Optimizing the Design Solution include: Physical Science: MS-PS1-6 Articulation of DCIs across grade-bands: 3-5.ETS1.A; 3-5.ETS1.B; 3-5.ETS1.C; HS.ETS1.A ; HS.ETS1.B Common Core State Standards Connections: ELA/Literacy – RST.6-8.1 Cite specific textual evidence to support analysis of science and technical texts. RST.6-8.9 Compare and contrast the information gained from experiments, simulations, video, or multimedia sources with that gained from reading a text on the same topic. WHST.6-8.7 Conduct short research projects to answer a question (including a self-generated question), drawing on several sources and generating additional related, focused questions that allow for multiple avenues of exploration. WHST.6-8.9 Draw evidence from informational texts to support analysis, reflection, and research. Mathematics – MP.2 Reason abstractly and quantitatively. 7.EE.3 Solve multi-step real-life and mathematical problems posed with positive and negative rational numbers in any form (whole numbers, fractions, and decimals), using tools strategically. Apply properties of operations to calculate with numbers in any form; convert between forms as appropriate; and assess the reasonableness of answers using mental computation and estimation strategies.









Academic Vocabulary • constraints • criteria • design solutions • evaluate • systemic process

Performance Expectations Students who demonstrate understanding can: MS-ETS1-3. Analyze data from tests to determine similarities and differences among several design solutions to identify the best characteristics of each that can be combined into a new solution to better meet the criteria for success.




Analyzing data in 6–8 builds on K–5 experiences and progresses to extending quantitative analysis to investigations, distinguishing between correlation and causation, and basic statistical techniques of data and error analysis. Analyze and interpret data to determine similarities and differences in findings

ETS1.B: Developing Possible Solutions There are systematic processes for evaluating solutions with respect to how well they meet the criteria and constraints of a problem. Sometimes parts of different solutions can be combined to create a solution that is better than any of its predecessors. ETS1.C: Optimizing the Design Solution Although one design may not perform the best across all tests, identifying the characteristics of the design that performed the best in each test can provide useful information for the redesign process—that is, some of those characteristics may be incorporated into the new design.

Connections to Connections to MS-ETS1.A: Defining and Delimiting Engineering Problems include: Physical Science: MS-PS3-3 Connections to MS-ETS1.B: Developing Possible Solutions Problems include:





Physical Science: MS-PS1-6, MS-PS3-3, Life Science: MS-LS2-5 Connections to MS-ETS1.C: Optimizing the Design Solution include: Physical Science: MS-PS1-6 Articulation of DCIs across grade-bands: 3-5.ETS1.A; 3-5.ETS1.B; 3-5.ETS1.C; HS.ETS1.B; HS.ETS1.C Common Core State Standards Connections: ELA/Literacy – RST.6-8.1 Cite specific textual evidence to support analysis of science and technical texts. RST.6-8.7 Integrate quantitative or technical information expressed in words in a text with a version of that information expressed visually (e.g., in a flowchart, diagram, model, graph, or table). RST.6-8.9 Compare and contrast the information gained from experiments, simulations, video, or multimedia sources with that gained from reading a text on the same topic. Mathematics – MP.2 Reason abstractly and quantitatively. 7.EE.3 Solve multi-step real-life and mathematical problems posed with positive and negative rational numbers in any form (whole numbers, fractions, and decimals), using tools strategically. Apply properties of operations to calculate with numbers in any form; convert between forms as appropriate; and assess the reasonableness of answers using mental computation and estimation strategies. ASSESSMENTS Student activities/labs Specific Websites/Resources

Academic Vocabulary • analyze • characteristics • data • similarities and differences • solution

Performance Expectations Students who demonstrate understanding can: MS-ETS1-4. Develop a model to generate data for iterative testing and modification of a proposed object, tool, or process such that an optimal design can be achieved.




Modeling in 6–8 builds on K–5 experiences and progresses to developing, using, and revising models to describe, test, and predict more abstract phenomena and design systems. Develop a model to generate data to test ideas about designed systems, including those representing inputs and outputs.

ETS1.B: Developing Possible Solutions A solution needs to be tested, and then modified on the basis of the test results, in order to improve it. Models of all kinds are important for testing solutions. ETS1.C: Optimizing the Design Solution The iterative process of testing the most promising solutions and





modifying what is proposed on the basis of the test results leads to greater refinement and ultimately to an optimal solution.

Connections to Students who demonstrate understanding can: Connections to MS-ETS1.A: Defining and Delimiting Engineering Problems include: Physical Science: MS-PS3-3 Connections to MS-ETS1.B: Developing Possible Solutions Problems include: Physical Science: MS-PS1-6, MS-PS3-3, Life Science: MS-LS2-5 Connections to MS-ETS1.C: Optimizing the Design Solution include: Physical Science: MS-PS1-6 Articulation of DCIs across grade-bands: 3-5.ETS1.B; 3-5.ETS1.C; HS.ETS1.B; HS.ETS1.C Common Core State Standards Connections: ELA/Literacy – SL.8.5 Include multimedia components and visual displays in presentations to clarify claims and findings and emphasize salient points. Mathematics – MP.2 Reason abstractly and quantitatively. 7.SP Develop a probability model and use it to find probabilities ASSESSMENTS Student activities/labs Specific Websites/Resources

Academic Vocabulary • data • iterative testing • model • modifications • optimal design

science curriculum · research-based instructional strategies, resources, map (or suggested...

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